Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment

Lim, Jieun; Newby, Timothy J.

doi:10.1007/s12528-019-09227-w

Cited by 36 publications

(20 citation statements)

References 60 publications

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“…Opinions which had the highest frequency of repetition were about the effectiveness of Web 2.0 tools on making the learning easier and thus making the difficult subjects to understand easily. The feature of Web 2.0 tools being multifunctional and being used for various purposes in classes (Lim & Newby, 2019) supports this view of the participants. Similarly, Baltacı-Göktalay and Özdilek (2010) and Brinkley-Etzkorn (2018) concluded that the Web 2.0 tools used in the research process facilitated learning and drew attention to the instructional aspect of these tools.…”

Section: Discussion and Conlusionmentioning

confidence: 70%

“…This finding revealed that the learning process designed with Web 2.0 tools is effective in terms of increasing academic success and attitude towards the assessment and evaluation course. In the literature, some studies conclude that Web 2.0 tools have positive effects on academic achievement and course attitude (Brinkley-Etzkorn, 2018;Göker & İnce, 2019;Karaoğlu, 2008;Lim & Newby, 2019;Lin et al, 2018;Mouza et al, 2014;Sheffield et al, 2015;Zarzycka-Piskorz, 2016), as well as studies that contradict these findings (Batıbay, 2019;Korkmaz et al, 2019). The effect of the applied methods depends on the combination of many factors, such as the type of Web 2.0 tools used, the content of the course, the level of students' digital literacy and time.…”

Section: Discussion and Conlusionmentioning

confidence: 99%

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Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Cumhur

Çam

2021

JPR

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This study aims at using a Web 2.0 tool supported-application to achieve digital transformation in an assessment and evaluation course. The study explored the effectiveness of application on the academic achievement, attitude and views of student teachers. Following a mixed-method research design, the quantitative part comprised the pre-test-post-test quasi-experimental research with a control group and the qualitative part utilized a case study. The study was performed in the education faculty of a state university with a total of 52 student teachers (25 in the experimental group and 27 in the control group). While the courses were supported by Web 2.0 tools in the experimental group, traditional teaching methods were applied in the control group for a 14-week course period. The assessment and evaluation achievement test and attitude scale were used to gather quantitative data, while an interview form about the learning environment supported by Web 2.0 tools and the researcher observation notes were used to obtain qualitative data. For the quantitative part of the study, t-tests were computed and the qualitative data were analyzed through content analysis. The findings yielded a significant difference between the experimental and control groups in favor of the experimental group. The findings of the content analysis showed that experimental group student teachers found the Web 2.0 tools-supported course more enjoyable, effective and attention-taking. Based on these results, suggestions have been made to change the monotonous higher education courses and design them in a way that will attract the attention of students with Web 2.0 tools.

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Section: Discussion and Conlusionmentioning

confidence: 70%

Section: Discussion and Conlusionmentioning

confidence: 99%

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Cumhur

Çam

2021

JPR

View full text Add to dashboard Cite

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“…Thus, a great deal of attention has been paid to online instructors' competencies, especially for beginning online instructors who have less than three years of online teaching experience. They are key members in determining the quality of future online education (Lim & Newby, 2020). To measure the competencies of beginning online instructors, the Beginning Online Instructor Competencies Questionnaire (BOICQ) is designed with five dimensions: preparing him/herself to teach online, selecting appropriate tools, preparing learners to learn online, facilitating online learning, and conducting meaningful appraisals of student learning.…”

Section: Introductionmentioning

confidence: 99%

The structure of Chinese beginning online instructors’ competencies: evidence from Bayesian factor analysis

Wang

Stein

et al. 2021

J. Comput. Educ.

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With the popularity of online education, understanding and improving the beginning online instructors' teaching competencies is crucial to improve online education. The structure of beginning online instructors' perceived competencies was widely discussed, and it was also confirmed that the structure and level of online teaching competencies would be varied across countries and different cultural backgrounds. Followed U.S. theoretical framework, some studies discussed the differences between Chinese and U.S. online teaching and instructors. But how Chinese online instructors, especially beginning online instructors, perceiving the online teaching competencies, and how this framework would differ from the U.S. framework, was less discussed. To fill in this gap, this study explored the structure of Chinese beginning online instructors' competencies using the Bayesian factor analysis method. With a limited sample size, the traditional factor analysis trail reported undetermined results with three options. The results of Bayesian factor analysis indicated the three-factor solution is the most appropriate solution with the collected data. The three factors are named "preparing and supporting online teaching," "creating an appropriate environment for students' learning," and "conducting appraisals of student learning." The contributions of this study are as follows: (1) discussing the structure of Chinese beginning online instructors' perceived competencies, (2) discussing why and how the structure of online teaching competencies

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“…( Chauhan and Goel, 2020 ; Hinojo-Lucena et al., 2020 ; Ku et al., 2013 ) Independent learning Allow students to study independently, which can lead students to understand and solve study problems and examine their research easily. ( Lim and Newby, 2020 ; Tsvetkova et al., 2020 ) Communication skills Using SN for education purpose developed students personal communication skills, and this will assist students in their studies and in the workforce in the future. ( Kim et al., 2020 ; Shi et al., 2018 ) Be environmentally friendly Using SN in the education sector will make students more sustainable and greener, reduce carbon footprints and provide reliable and scalable services.…”

Section: Related Workmentioning

confidence: 99%

Use of social networking in the Middle East: student perspectives in higher education

Issa

Alqahtani

Al‐Oqily

et al. 2021

Heliyon

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This study aims to determine the benefits, risks, awareness, cultural factors, and sustainability, allied to social networking (SN) use in the higher education (HE) sector in Middle Eastern countries, namely Jordan, Saudi Arabia, and Turkey. Using an online survey, 1180 complete responses were collected and analyzed using the statistical confirmatory factor analysis method. The use of SN in the Middle Eastern HE sector has the capacity to promote and motivate students to acquire professional and personal skills for their studies and future workplace; however, the use of SN by tertiary students is also associated with several risks: isolation, depression, privacy, and security. Furthermore, culture is influenced by using SN use, since some countries shifted from one dimension to another based on Hofstede's cultural framework. The study new findings are based on a sample at a specific point in time within a culture. The study findings encourage academics to include SN in unit activities and assessments to reap the benefits of SN, while taking steps to mitigate any risks that SN poses to students. Although other studies in the Middle East examined the use of Learning Management System and Facebook in, HE as a means of engaging students in discussions and communications, however, this study contributes a better understanding of the benefits and risks, awareness, culture, and sustainability, associated with the use of SN in the HE sector in the Middle East. Finally, the paper concludes with an acknowledgment of the study limitations and suggestions for future research.

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Preservice teachers’ Web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment

Cited by 36 publications

References 60 publications

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

The structure of Chinese beginning online instructors’ competencies: evidence from Bayesian factor analysis

Use of social networking in the Middle East: student perspectives in higher education

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